A longitudinal study of reading skills among very-low-birthweight children: Is there a catch-up?

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Abstract

Objective: To examine the development of reading skills among very-low-birthweight (VLBW) children and to what extent reading difficulties at 9 years of age persist unchanged, are attenuated, or are enhanced at 15 years of age. Methods: Fifty-six VLBW and 52 normal birthweight (NBW) children were assessed on word decoding, word recognition, and reading comprehension at 9 and 15 years of age. Results: VLBW children showed deficits in reading skill at 9 years of age, while most differences obtained at 15 years of age did not reach significance. VLBW children improved their reading comprehension between 9 and 15 years of age more than NBW children, and when controlling for individual differences in IQ, VLBW children improved both their reading comprehension and word-recognition skill. Conclusion: The results suggest that VLBW children display positive changes over time in reading skills. © The Author 2006. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved.

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APA

Samuelsson, S., Finnström, O., Flodmark, O., Gäddlin, P. O., Leijon, I., & Wadsby, M. (2006). A longitudinal study of reading skills among very-low-birthweight children: Is there a catch-up? Journal of Pediatric Psychology, 31(9), 967–977. https://doi.org/10.1093/jpepsy/jsj108

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